ABSTRACT

Research comparing the reading strategy use of native and second language (L2) readers has often relied on self-report measures and has, at times, been conducted without measures of reading proficiency. In the present study we used regression and Bayes’ factors to explore how L2 reader status and reading proficiency relate to self-report reading strategy use and the use of situated text processing strategies (i.e., paraphrasing, bridging, and elaboration). Data were collected from a South Central community college district as part of an ongoing study. L2 status did not predict self-reported strategy use, bridging, or elaboration but was associated with increased paraphrasing (in the regression analysis only). Reading proficiency was negatively associated with self-reported use of support strategies but positively predicted the use of all situated processing strategies. Results have important implications for L2 learning and instruction and provide insights into aspects of assessment for L2 readers.

摘要

比较母语和第二语言（L2）读者的阅读策略使用情况的研究通常依赖于自我报告方法，有时甚至没有进行阅读水平评估。在本研究中，我们使用回归和贝叶斯因素来探讨第二语言阅读器的状态和阅读能力如何与自我报告阅读策略的使用以及所处文本处理策略（即释义，桥接和阐述）的使用相关。作为正在进行的研究的一部分，从南部中央社区大学区收集了数据。L2状态无法预测自我报告的策略使用，桥接或详细制定，但与释义增加有关（仅在回归分析中）。阅读能力与自我报告的支持策略使用负相关，但积极预测所有处境处理策略的使用。结果对第二语言的学习和指导具有重要意义，并为第二语言读者提供评估方面的见识。